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Enhancing STEM and STEAM Education at the Grade Level through Mixed Reality Applications: A Meta-Analytical Study

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Title: Enhancing STEM and STEAM Education at the Grade Level through Mixed Reality Applications: A Meta-Analytical Study
Language: English
Authors: Segun Michael Ojetunde (ORCID 0000-0002-2333-8632), Umesh Ramnarain
Source: Canadian Journal of Science, Mathematics and Technology Education. 2026 26(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: STEM Education, Art Education, Computer Simulation, Computer Uses in Education, Computer Oriented Programs, Meta Analysis, Instructional Effectiveness
DOI: 10.1007/s42330-026-00456-7
ISSN: 1492-6156
1942-4051
Abstract: The advancement of technology has spurred innovation in teaching and learning activities within contemporary education, particularly through the adoption of immersive learning technologies at the grade level. Numerous studies have explored and reviewed the effectiveness of immersive learning technologies (ILT) in science (STEM) education, with various recommendations suggesting that these technologies could also be applied in arts (STEAM) education. However, there is a notable lack of comprehensive reviews on the use of ILT in STEAM and corresponding meta-analyses for STEM education. This review presents a systematic review (SR) and meta-analysis (MA) of the effectiveness of mixed reality (MR) applications for STEM and STEAM learning at the grade level. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, a search was conducted across three databases, ultimately identifying articles that met the established inclusion criteria. The data extracted for the SR were analyzed using descriptive statistics, while the R statistical program was employed for the MA. The results indicate that the application of MR significantly enhances grade-level learners' understanding, interest, attention, achievement, engagement, and skills. Furthermore, the USA has effectively utilized MR applications to advance STEM education at the grade level more than other countries in this regard. Consequently, it was recommended that educational stakeholders embrace the opportunities presented by MR applications in both STEM and STEAM education, and adequately prepare teachers to respond to these advancements.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506296
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Segun+Michael+Ojetunde%22">Segun Michael Ojetunde</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2333-8632">0000-0002-2333-8632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Umesh+Ramnarain%22">Umesh Ramnarain</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The advancement of technology has spurred innovation in teaching and learning activities within contemporary education, particularly through the adoption of immersive learning technologies at the grade level. Numerous studies have explored and reviewed the effectiveness of immersive learning technologies (ILT) in science (STEM) education, with various recommendations suggesting that these technologies could also be applied in arts (STEAM) education. However, there is a notable lack of comprehensive reviews on the use of ILT in STEAM and corresponding meta-analyses for STEM education. This review presents a systematic review (SR) and meta-analysis (MA) of the effectiveness of mixed reality (MR) applications for STEM and STEAM learning at the grade level. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, a search was conducted across three databases, ultimately identifying articles that met the established inclusion criteria. The data extracted for the SR were analyzed using descriptive statistics, while the R statistical program was employed for the MA. The results indicate that the application of MR significantly enhances grade-level learners' understanding, interest, attention, achievement, engagement, and skills. Furthermore, the USA has effectively utilized MR applications to advance STEM education at the grade level more than other countries in this regard. Consequently, it was recommended that educational stakeholders embrace the opportunities presented by MR applications in both STEM and STEAM education, and adequately prepare teachers to respond to these advancements.
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